Disability Assessments

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Peabody Developmental Motor Scale The main purpose of the Peabody Developmental Motor Scale is to test the motor skills of children. Gross motor skills involve using large muscles such as in bending, balancing, crawling, walking, and jumping. Fine motor skills, on the other hand, involve using smaller muscles, particularly the muscles in the hand. A child, at a specific age, is expected to display proficiency at certain motor skills.

CanChild Centre for Childhood Disability Research at McMaster University Canada is a research centre dedicated to generating knowledge & transforming lives of children and youth with developmental conditions and their families

DIR® and the DIRFloortime® Approach The Developmental, Individual Difference, Relationship-based (DIR®) Model is a framework that helps clinicians, parents and educators conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental challenges

Insight Psychological – Assessments For Developmental Disabilities When attempting to understand Developmental Disorders, exploring a psychological assessment can become a critical component in understanding the nuances needed to help adequately diagnose a specific disorder. At Insight Psychological, we have the most up- to-date psychological tests to explore, understand, identify and even diagnose many of the developmental disorders experienced by both adults and children.

VB-MAPP: The Verbal Behavior Milestones Assessment and Placement Program: The VB-MAPP is a criterion-referenced assessment tool, curriculum guide, and skill tracking system that is designed for children with autism, and other individuals who demonstrate language delays. The VB-MAPP is based on B.F. Skinner’s (1957) analysis of verbal behavior, established developmental milestones, and research from the field of behavior analysis. After the informant has generated a list of preferred stimuli, ask additional probe questions to get more specific information on the student’s preferences and the stimulus conditions under which the object or activity is most preferred (e.g., What specific TV shows are his favorite? What does she do when she plays with a mirror? Does she prefer to do this alone or with another person?)

CARS2™Childhood Autism Rating Scale, Second Edition The Childhood Autism Rating Scale (CARS) helps to identify children (2 years and older with Autism, specifically, distinguishing them from developmentally handicapped children who are not Autistic. In addition, it distinguishes between mid-to-moderate and severe Autism. Its brevity makes it a very useful tool to help you recognize and classify Autistic children.

DAYC-2 Developmental Assessment of Young Children-Second EditionUsed to identify children with possible delays in areas mandated for assessment and intervention by the Individuals with Disabilities Education Improvement Act (IDEA). Examiners may test only some or all five domains. Subdomain scores are provided for receptive language and expressive language within the Communication Domain and for gross motor and fine motor within the Physical Development Domain

CARS2™Childhood Autism Rating Scale, Second Edition The Childhood Autism Rating Scale (CARS) helps to identify children (2 years and older with Autism, specifically, distinguishing them from developmentally handicapped children who are not Autistic. In addition, it distinguishes between mid-to-moderate and severe Autism. Its brevity makes it a very useful tool to help you recognize and classify Autistic children

The Developmental Assessment for Young Children With Possible AutismA developmental assessment for children under age 3 is an attempt to assess various aspects of the child's functioning, including areas such as cognition, communication, behavior, social interaction, motor and sensory abilities, and adaptive skills. Assessment of the family and the child's environment also provides important contextual information

ABLLS: Assessment of Basic Language and Learning Skills - Developed by Drs Sundberg and Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities.

On June 1, 2016, Minister of Human Services Irfan Sabir committed to reviewing the Supports Intensity Scale (SIS) and bringing in a policy that is respectful in gauging the supports that people with developmental disabilities need. Identifying an alternative approach to planning supports for individuals in a fair, transparent and consistent manner will include exploring best practices, careful planning, and taking the necessary time to get it right.

DSM-IV-TR Age Range: 2-18 years Time: 20 minutes Restricted Use: Level B- requires that the user has completed graduate-level courses in tests and measurement at a university or has received equivalent documented training. The ASRS assists clinicians, school psychologists and other mental health professionals in the diagnostic process, using DSM-IV-TR symptom criteria for Autism Spectrum Disorders

SRS-2 Age Range: Preschool–2.5-4.5 years School-Age–4 through 18 years Adult–19 years and up Time: 15-20 minutes The SRS-2 identifies social impairment associated with Autism Spectrum Disorders (ASD), and quantifies the severity. It detects subtle symptoms, and differentiates clinical groups, both withing the Autism Spectrum, and between ASD and other disorder

The Autism Screening Instrument for Educational Planning – Third Edition (ASIEP-3) is a valid and reliable measure of Autism and related behaviors for teachers, school psychologists, speech-language pathologists, parents, or professional familiar with Autism. It was designed to identify individuals with Autism; assist in planning appropriate educational programs for those individuals; monitor performance and progress; and research Autism. Necessary data is collected from five main standardized component

ASDS - Diagnosis of Asperger Syndrome is difficult because it often resembles autism, behavior disorders, ADHD and learning disabilities The ASDS is a quick, easy-to-use rating scale. Its 50 yes/no items can be completed by parents, teachers, siblings, para-educators, speech-language pathologists, psychologists, psychiatrists or others who have had regular contact with the child for at least two weeks.

ABAS-II Widely used to evaluate people with intellectual and developmental disabilities, the ABAS-II assesses adaptive behavior in individuals from birth to 89 years of age. This convenient behavior rating scale measures daily living skills, what people actually do, or can do, without the assistance of others.

PDDBI-SV Quickly identifies children at-risk for an Autism Spectrum Disorder. Physician reimbursement for PDDBI-SV Ira Cohen, Ph. D. Age Range: 1.6-12.5 years Time: 5-10 minutes Restricted Use: Level B or S A rapid screening tool, the PDDBI-SV identifies Pervasive Developmental Disorder (PDD) as defined in the DSM-IV-TR. It can be completed by parents or caregivers, and covers a wide spectrum of adaptive and maladaptive behaviors, and is useful in multiple applications

ADHD Diagnosis Checklist This tool can be used as an aid to assist in the diagnosis of ADHD. The tool is meant to be completed after the clinician has finished an assessment of the young person including information obtained from a responsible family member or responsible adult who knows the youth well whenever possible

Screening Tool for Autism in Toddlers and Young Children (STAT™) The STAT is an empirically based, interactive measure developed to screen for autism in children between 24 and 36 months of age. It is designed for use by community service providers who work with young children in assessment or intervention settings and who have experience with autism. The STAT consists of 12 items and takes about 20 minutes to administer. Activities assess key social and communicative behaviors including imitation, play, requesting, and directing attention. Also See Online STAT™ Training Tutorial

RAISD - Reinforcer Assessment for Individuals with Severe Disabilities: The purpose of this structured interview is to get as much specific information as possible from the informants (e.g., teacher, parent, caregiver) as to what they believe would be useful reinforcers for the student. Therefore, this survey asks about categories of stimuli (e.g., visual, auditory, etc.).

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